Gaming your online course

Gaming Your
Online Class
Why Not Make Learning Fun?

Introduction
Jim Marteney
Professor Emeritus
Communication Studies
Distance Learning Trainer

What’s the opposite of Work?

Gamification
“The craft of deriving all the fun
and addicting elements found in
games and applying them to real-
world or productive activities.”
It has the power to transform a
user experience by surrounding
users with a ramified system that
both stimulates and entertains
them.
Yu-kai Chou

Gamification
Gamification is the application of game
elements and digital game design
techniques to non-game problems, such
as business and social impact challenges
and education.
Gamification leverages people's natural
tendencies for competition, achievement, and
collaboration.
Tools employed in game design such as rewarding
users for achievements, "leveling-up," and earning
badges help motivate individuals achieve their goals or
boost performance.

Competency Based Grading
The student is evaluated on the individual competency
and can only move on to other competencies after they
have mastered the current skill being learned.
Unit outcomes emphasize competencies that include application and
creation of knowledge, along with the development of important
skills and dispositions.
Every individual skill or learning objective (known as a competency) is
one single unit.
Learners work on one competency at a time, which is
likely a small component of a larger learning goal.
Students advance upon demonstrated mastery.
Students receive timely, differentiated support
based on their individual learning needs.

Two Classic Examples
Boy Scouts Martial Arts

Challenge of Competency Based Grading
Time

The Overall Class Design
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6 “D” grade for achieving this level
Level 7
Level 8 “C” grade for achieving this level
Level 9
Level 10
Level 11 “B” grade for achieving this level
Level 12
Level 13
Level 14 “A” grade for achieving this level

1. Start With Your Class Goal
Students will be able to:
Develop the skills of argumentation
including supporting, attacking and
defending.
Communication Studies 104
Student Learning Outcome

2. Create Unit Objectives
Your New Skills
Communication Studies 104 Unit Objectives
1. Recognize your personal conflict style
2. Identify your personal communication style
3. Be able to create and identify the Claim of an argument
4. Be able to analyze an argument using the Toulmin Model
5. Demonstrate the ability to write specific, unbiased single
subject issues (questions)
6. Demonstrate the ability to distinguish between high
quality and low quality sources of evidence
7. Identify common fallacies
Steps needed to reach class goal

Level 1: Recognize your personal conflict style
Level 2: Identify your personal communication style
Level 3: Be able to create and identify the Claim of an argument
Level 4: Be able to analyze an argument using the Toulmin Model
Level 5: Demonstrate the ability to write specific single subject issues (questions)
Level 6: Determine the quality of evidence. “D” grade for achieving this level
Level 7: Identify common fallacies
Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level
Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others
Level 10: Identify personal decision making style with its strengths and challenges
Level 11: Describe arguing of different realities instead of environments. “B” grade
Level 12: Explain your intelligence style and level of emotional intelligence
Level 13: Final project of writing a complete argument

Each Level
Knowledge
A repeatable quiz. Need
to reach a certain score
to pass
Canvas now allows for
time between tests, but
wanted to encourage
studying
If falls short, must write a
question to have it
reopened.

Skill
Must earn a certain
number of points to pass
the skill level
An exercise or task that
demonstrates they have
reached the unit
objective
If they don’t score
enough points they use
my feedback to redo the
task.
Each Level

Examples of Skill Tasks
Create a Toulmin Analysis
Identify and Explain Personal Conflict Style
Identify and Explain Personal Decision Making Style
Demonstrate ability to ask Effective Questions
Identify Fallacies
Analyze the Bias and Accuracy of Websites

Wisdom
They passed this task by
just contributing.
Received points for their
contribution, but what if they
had poor contributions?
A discussion where
students share their
insights on the unit topic.
Created Class Divisions
Each Level

Needed Certain Number of Points
The reward is a New Office
Class Divisions
4 Times during the class

3. Create Engaging Module Activities
Activities that enhance student mastery
A writing assignment
Peer review
Individual or group
projects like powerpoint or
videos
Leading a discussion
Interactive activities Danny
Create content, like an
individual page

4. Decide on the Content for Each Level
“I just throw ideas at the wall
and see if anything sticks.”
No

Beginnin
g
Middle
End
Tell them what you are going to tell them
Tell them.
Tell them what you told them.
A quality module needs structure

Tie content to your unit objectives
What will your students need to
know to pass your level?
A quality module
needs
quality content

5. Invent a Back Story
White House Visitor White House Chief of Staff

Level 1: Recognize your personal conflict style
Level 2: Identify your personal communication style
Level 3: Be able to create and identify the Claim of an argument
Level 4: Be able to analyze an argument using the Toulmin Model
Level 5: Demonstrate the ability to write specific single subject issues (questions)
Level 6: Determine the quality of evidence. “D” grade for achieving this level
Level 7: Identify common fallacies
Level 8: Define Critical Thinking Truth and validity. “C” grade for achieving this level
Level 9: Apply beliefs to behavior to maintain stasis, make decisions and persuade others
Level 10: Identify personal decision making style with its strengths and challenges
Level 11: Describe arguing of different realities instead of environments. “B” grade
Level 12: Explain your intelligence style and level of emotional intelligence
Level 13: Final project of writing a complete argument
Objectives

Level 1: Intern
Level 2: White House Researcher
Level 3: Director of the Office of Liaison
Level 4: Director of the Economic Counsel
Level 5: White House Press Secretary
Level 6: White House Communications Director - D grade for achieving this level
Level 7: White House Lead Policy Analyst
Level 8: White House Lead Political Analyst - C grade for achieving this level
Level 9: White House Director of Legislative Affairs
Level 10: Director of the Office of Intergovernmental Affairs
Level 11: White House Counsel - B grade for achieving this level
Level 12: National Security Advisor
Level 13: Deputy White House Chief of Staff
Level 14: White House Chief of Staff - A grade for achieving this level
You begin the class as a Visitor

Report for College Language Code
The White House has been asked to weigh in on a national debate on Freedom of
Speech that is occurring on our college campuses. Since you are now the White House
Researcher, your opinion is wanted on this topic.
We have all heard the term, politically correct language. Some argue that it is an evil,
politically motivated movement to limit our rights to free speech. Others argue that
politically correct language merely ask us to be more civil and less offensive when we
argue with others?
The question arises, "Are there words so offensive that they should be banned
from public colleges?"
Key Gaming Ideas

Key Gaming Ideas

6. Put Yourself in the Story
My “Studio”

Get students contributing
Discussions
Surveys
Live Conferences
Reactions to Announcements
Initial Assignment Comments
7. Encourage Student Interaction
Give students a voice

Extrinsic Motivation
Intrinsic Motivation
8. Motivate Students

Create Badges for Each Level

The Leader Board

1. Preview the class and your Expectations
3. Give students positive feedback
4. Send class encouragements
2. Eliminate De-Motivators
5. Peer Pressure
Think, what would make me want to
come and succeed in this class

First Level Reactions
I made it! The modules are fun to read like
professor said it’s more of a game. Adds a
little twist to the work and makes me look
forward to it .
I just told my husband I am so glad that I took
this class very interactive and fun! All while
learning something. The best of both worlds

I made it. This class is very interesting
and exciting. Not only I am learning but I
feel like I am playing a game as well .
This is the best unpaid internship ever!
I MADE IT! This definitely the most
interesting and active I've been for an
online class. I'm really enjoying it!

I made it! This class is more like a game. I have
had many other online classes and this one is
very different. It's fun and makes me want to
keep going with the class.
I Made It! I love this class! I have 2 other
classes and I just leave the other ones halfway
come back to this class :)
LEVEL UP! I CAN FEEL THE POWER!

9 Steps to Gaming Your Class
1. Decide On Your Class Objective
2. Create Module Objectives
3. Create Module Skills
4. Decide Content for Each Level
6. Put Yourself in the Story
7. Encourage Student Interaction
9. Have Fun Teaching

0 15 30 45 60 75 90 105
Flexible Dates
Hard Dates
90%
10%
54 Responses
Would You Rather Have Flexible or Hard Due Dates?

0 16 32 48 64 80
Helpful
Not Helpful
71%
29%
54 Responses
Does Using Badges Help You Move Along in the Class?

Love Class 10
9
Enjoyable 8
7
6
Class is OK 5
25
4
15
1
3
4
53 Responses
What Is Your Feeling About This Class?

Textbook
OER Textbook for Class
https://asccc-oeri.org/wp-
content/uploads/2020/06/Arguing-
Using-Critical-Thinking-PDF.pdf

Form Teams
Group students at same level
Increase Assessment Variety
Use variety to stimulate interest

Gaming Your Class
Pros and Cons
Pros Cons
Need to Check Daily
Students Procrastinate
Students at different points in class
Students move at their own pace
Fun to teach, can really
see student progress
Increases student engagement
Students experience immediate
signs of achievement and
progress
Uses both intrinsic and
extrinsic motivation
Can lead to student frustration
when making repeated
attempts to complete level
Students negative reaction
to competition

Resources
https://www.coursera.org/learn/gamification

Resources
Game Definition Investopedia:
https://www.investopedia.com/terms/g/gamification.asp
Gamification Course:
https://www.coursera.org/lecture/gamification/1-1-
introduction-4h5k1
Google: Coursera and gamification
Badger Setup in a Canvas Course:
https://support.badgr.io/pages/viewpage.action?pageId=32777
0
Canvas Gaming Group:
https://community.canvaslms.com/groups/gamification
OER Textbook for Class
https://asccc-oeri.org/wp-content/uploads/2020/06/Arguing-
Using-Critical-Thinking-PDF.pdf

Gaming your online course

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Gaming your online course

Similar to Gaming your online course (20)

More from Jim Marteney

More from Jim Marteney (20)

Recently uploaded

Recently uploaded (20)

Gaming your online course